|تعداد مشاهده مقاله||10,696,823|
|تعداد دریافت فایل اصل مقاله||5,161,419|
Effects of Brain Gym Exercises and Filial Play Therapy on Emotion Management Skills of Students with Specific Learning Disorder
|International Journal of School Health|
|مقاله 5، دوره 9، شماره 4 - شماره پیاپی 36، دی 2022، صفحه 241-248 اصل مقاله (218.63 K)|
|نوع مقاله: Research Article (s)|
|شناسه دیجیتال (DOI): 10.30476/intjsh.2022.96953.1260|
|Sosan Kordbacheh ؛ Sahar Safarzadeh ؛ Marjan Alizadeh|
|Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran|
|Background: Students with learning disabilities experience cognitive, emotional, behavioral, and social problems. The present study aimed to investigate the role of brain gym exercises and filial play therapy on students with specific learning disorders (SLD) emotion management skills.|
Methods: This quasi-experimental study was conducted through a pretest-posttest–follow-up design with a control group. The statistical population included all students with SLD and their mothers in Tehran, Iran within 2020-2021 period. The convenience sampling method was employed to select 45 students with SLD, who were then randomly assigned into two experimental groups and one control group. The participants in the first experimental group received brain gym exercises, whereas those in the second experimental group attended a filial play therapy intervention. The participants in the control group received no intervention. The Children’s Emotional Management Scale (CEMS) was used to collect data. The ANCOVA was then adopted for data analysis.
Results: The mean±SD of the post-test scores of inhibition, dysregulation, and coping in the brain gym exercises group were 21.73±2.84, 20.00±2.82, and 23.13±3.37, respectively. Moreover, the mean±SD of the post-test scores of inhibition, dysregulation, and coping in the filial play therapy group were 20.53±3.44, 21.53±2.10, and 22.80±3.74, respectively, which were significantly different from the control groups. The results showed that both brain gym exercises and filial play therapy were effective in improving emotion management skills (i.e., inhibition, dysregulation, and coping) in students with SLD (P<0.001). Furthermore, these two interventions had no significant differences regarding their effects on emotion management skills.
Conclusions: It can be concluded that brain gym exercises and filial play therapy help improve emotion management skills in students with SLD.
|Specific learning disorder؛ Emotions؛ Brain؛ Play therapy؛ Students|
1. Benassi E, Camia M, Giovagnoli S, Scorza M. Impaired school well-being in children with specific learning disorder and its relationship to psychopathological symptoms. European Journal of Special Needs Education. 2022;37(1):74-88. doi: 10.1080/08856257.2020.1842975. ## 2. Mrazik M, Naidu D, Borza C, Kobitowich T, Shergill S. King Devick computerized neurocognitive test scores in professional football players with learning and attentional disabilities. J Neurol Sci. 2019;399:140-143. doi: 10.1016/j.jns.2019.02.020. PubMed PMID: 30807981. ## 3. Poyraz Findik OT, Erdogdu AB, Fadiloglu E. Motor skills in children with specific learning disorder: A controlled study. Dusunen Adam J Psychiatr Neurol Sci 2022;35:101-110. doi: 10.14744/DAJPNS.2022.00181. ## 4. Chacko D, Vidhukumar K. The Prevalence of Specific Learning Disorder among School-going Children in Ernakulam District, Kerala, India: Ernakulam Learning Disorder (ELD) Study. Indian J Psychol Med. 2020;42(3):250-255. doi: 10.4103/ijpsym.Ijpsym_199_19. PubMed PMID: 32612329; PubMed Central PMCID: PMC7320732. ## 5. Ariapooran S, Rostami F, Ghasemipour Y. Prevalence of sedentary behaviors in children with specific learning disorders: The role of child-parent relationship and parenting style. Journal of Research in Psychopathology. 2022;3(7):17-24. doi: 10.22098/jrp.2022.10134.1050. ## 6. Gholamzade Nikjoo H, Alivandi Vafa M, Tabatabaei SM, Dehrouyeh S. Comparison of the Effectiveness of Emotion Regulation-based Cognitive Therapy and Transcranial Direct Current Stimulation on Impulsivity of Students with Special Learning Disorders. Int J School Health. 2022;9(3):168-177. doi: 10.30476/intjsh.2022.91524.1152. ## 7. Grigorenko EL, Compton DL, Fuchs LS, Wagner RK, Willcutt EG, Fletcher JM. Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. Am Psychol. 2020;75(1):37-51. doi: 10.1037/amp0000452. PMID: 31081650; PubMed Central PMCID: PMC6851403. ## 8. Gabriely R, Tarrasch R, Velicki M, Ovadia-Blechman Z. The influence of mindfulness meditation on inattention and physiological markers of stress on students with learning disabilities and/or attention deficit hyperactivity disorder. Res Dev Disabil. 2020;100:103630. doi: 10.1016/j.ridd.2020.103630. PubMed PMID: 32163834. ## 9. Karande S, Bhavani S, Gogtay NJ, Shiledar MP, Kelkar S, Oke AS. Do school students with specific learning disabilities have lower emotional intelligence abilities? A cross-sectional questionnaire-based study in Mumbai, Maharashtra, India. J Postgrad Med. 2022;68(1):24-30. doi: 10.4103/jpgm.jpgm_834_21. PubMed PMID: 35042316; PubMed Central PMCID: PMC8860125. ## 10. Heiman T, Olenik-Shemesh D. Social-Emotional Profile of Children with and without Learning Disabilities: The Relationships with Perceived Loneliness, Self-Efficacy and Well-Being. Int J Environ Res Public Health. 2020;17(20):7358. doi: 10.3390/ijerph17207358. PubMed PMID: 33050221; PubMed Central PMCID: PMC7599688. ## 11. Lombardi E, Traficante D, Bettoni R, Offredi I, Vernice M, Sarti D. Comparison on Well-Being, Engagement and Perceived School Climate in Secondary School Students with Learning Difficulties and Specific Learning Disorders: An Exploratory Study. Behav Sci. 2021;11(7):103. doi: 10.3390/bs11070103. PubMed PMID: 34356720; PubMed Central PMCID: PMC8301169. ## 12. Seghatoleslamy A, Masoudi M, Saghebjoo M, Taheri M. Aerobics or Pilates: Which is More Effective in the Performance of Wechsler Acid Profile Among Children with Learning Disabilities? A Randomized Comparison Trial. Int J School Health. 2019;6(3):1-6. doi: 10.5812/intjsh.90020. ## 13. Castro E, Cotov M, Brovedani P, Coppola G, Meoni T, Papini M, et al. Associations between Learning and Behavioral Difficulties in Second-Grade Children. Children. 2020;7(9):112. doi: 10.3390/children7090112. PubMed PMID: 32859081; PubMed Central PMCID: PMC7552774. ## 14. Abduh B, Tahar MM. The Effectiveness of Brain Gym and Brain Training Intervention on Working Memory Performance of Student with Learning Disability. Journal of ICSAR. 2018;2(2):7. doi: 10.17977/um005v2i22018p105. ## 15. Bayanfar F, Tabatabaee SM. The Effectiveness of Brain Gym in Increasing Academic Self-Efficacy, Academic performance and reduction concentration and attention defect of university student. Organizational Behavior Management in Sport Studies. 2019;6(1):45-54. doi: 10.30473/fmss.2019.42812.1848. ## 16. Ariapooran S, Gorji Chalsepari M. The effectiveness of Filial play therapy on emotional literacy of children with specific learning disorder. Journal of Learning Disabilities. 2019;9(1):157-163. doi: 10.22098/jld.2019.831. Persian. ## 17. Carmichael KD. Play therapy with children with disabilities. In O'Connor KJ, Schaefer CE, Braverman LD, editors. Handbook of play therapy, 2nd ed. John Wiley & Sons; 2016. p. 397-415. ## 18. Eskandari Z, Bakhtiarpour S, Dasht Bozorgi Z. Mediating Role of Depression Associated with Social Competence, Cognitive Failures and Academic Performance in Students with Specific Learning Disability. Int J School Health. 2021;8(3):167-175. doi: 10.30476/intjsh.2021.91639.1157. ## 19. Munambah N, Cordier R, Speyer R, Toto S, Ramugondo EL. A Systematic Review Comparing the Play Profiles of Children with Special Health Care Needs with Typically Developing Children. Biomed Res Int. 2020;2020:9582795. doi: 10.1155/2020/9582795. PubMed PMID: 33274233; PubMed Central PMCID: PMC7695500. ## 20. Khaledi S, Validi Pak A, Mirkhan I, Atai M. The Positive Impact of Play Therapy on Writing Performance of Students with Dysgraphia. Int J School Health. 2014;1(2):1-4. doi: 10.17795/intjsh-22655. ## 21. Mirzaie H, Hassani Mehraban A, Hosseini SA, Ghasemi Fard F, Jafari Oori M. Comparison of the Effect of Filial and Adlerian Play Therapy on Attention and Hyperactivity of Children with Attention Deficit Hyperactivity Disorder: A Randomized Clinical Trial. Iranian Rehabilitation Journal 2019;17(4):341-350. doi: 10.32598/irj.17.4.341. ## 22. Yadegari A. The Effectiveness of Filial Therapy (Play Therapy Based on Parent-Child Relationship) On Oppositional Defiant Disorder in Preschool Children. Int J Med Invest. 2021;10(1):56-67. doi: 20.1001.1.23222913.2021.10.1.4.8. ## 23. Azhdari Z, Alizadeh M, Homaei R. The Role of Parent-Child Interaction Therapy and Mindfulness-Based Therapy on the Behavioral Problems of Students with Attention-Deficit/ Hyperactivity Disorder. Int J School Health. 2022;9(1):18-25. doi: 10.30476/intjsh.2022.93828.1201. ## 24. Zeman JL, Cassano M, Suveg C, Shipman K. Initial Validation of the Children’s Worry Management Scale. Journal of Child and Family Studies. 2010;19(4):381-392. doi: 10.1007/s10826-009-9308-4. ## 25. Tahmouresi N, Bender C, Schmitz J, Baleshzar A, Tuschen-Caffier B. Similarities and Differences in Emotion Regulation and Psychopathology in Iranian and German School-children: A Cross-cultural Study. Int J Prev Med. 2014;5(1):52-60. PubMed PMID: 24554992; PubMed Central PMCID: PMC3915473. ## 26. Tootak M, Abedanzadeh R, Saemi E. The Effect of Brain Gym on working memory in Male Elderly. Sports Psychology. 2019;4(2):77-92. doi: 10.29252/mbsp.4.2.77. Persian. ## 27. Mojarad Azar Gharabaghi MJ, Dehghanizade J. The Effectiveness of a Period of Brain Gym Exercises on the Balance and Inhibitory Control in the Elderly with Mild Cognitive Impairment. Journal of Aging Psychology. 2021;7(3):211-228. doi: 10.22126/jap.2021.6509.1539. Persian. ## 28. Soltani M, Farhadi H. The effectiveness of play therapy based on the relationship parent child (Filial Therapy) on addiction to computer games, and aggression in preschoolers. Knowledge & Research in Applied Psychology. 2021;22(2):13-21. doi: 10.30486/jsrp.2019.1864194.1742. Persian. ##
تعداد مشاهده مقاله: 121
تعداد دریافت فایل اصل مقاله: 113